I believe each child has the potential to excel in a given field of study, provided that educators recognize two distinct measures of success – one based on curriculum expectations and standards, and one on the student’s initial understanding, experience, and desire to learn. The former measure is easily determined by standardized testing; the latter, more difficult assessment is one of the critical roles of the teacher, and a benchmark for an educator’s success. While educators have a responsibility to ensure students meet certain mandated standards, the individual achievement of identified “under-performing” students must also be a goal. Ensuring that students with less aptitude or scant background in the subject area develop both a better understanding and a desire to learn more is equally important, and can be accomplished without degrading the classroom experience of students at or above the performance standard.
In order to meet the needs of both groups, I will capitalize on my deep foundation in the subject area and my wide breadth of knowledge and experience from which I may draw illuminating examples. Any subject can be made more interesting for the under-performing student through relatable illustrations from other disciplines, preferably in areas the particular student finds more stimulating. This of course requires the teacher to have sufficient personal knowledge of the student’s interests – which can only be achieved through the development of a strong teacher – student bond. While facilitating subject-matter expertise is an important aspect of the teacher’s duties, I strongly believe a concurrent goal should be the development of critical thinking skills. Students should be encouraged to question the validity of the assertions they are exposed to in the wider world, and develop over time the ability to assess the underpinnings or motivations of such statements. The skills of scientific inquiry are not limited to the physical sciences, and students must learn to navigate the increasingly (and sometimes intentionally) complex environment of misleading statistics, pseudo-science, and stark dichotomies in a world that is simply not black and white. Such skills can be readily included in almost any course of study, and these discussions serve as another avenue to engage students and develop their love of learning. Finally, regardless of subject matter, the classroom environment must be one of respect and tolerance, where students feel safe to disagree with one another, or with the instructor. Of course, students should be encouraged to provide the rationale for their position, and be ready to use facts and logic to defend against valid counter-arguments. Respect must flow between teacher and student in both directions, and between students as well. That respect is based in part on polite discourse, which the teacher must demonstrate and enforce. As a teacher, I will serve as role model, counselor, and subject matter expert, and must balance these key qualities to ensure the students are engaged, energized, and equipped for the world’s challenges.
In order to meet the needs of both groups, I will capitalize on my deep foundation in the subject area and my wide breadth of knowledge and experience from which I may draw illuminating examples. Any subject can be made more interesting for the under-performing student through relatable illustrations from other disciplines, preferably in areas the particular student finds more stimulating. This of course requires the teacher to have sufficient personal knowledge of the student’s interests – which can only be achieved through the development of a strong teacher – student bond.
While facilitating subject-matter expertise is an important aspect of the teacher’s duties, I strongly believe a concurrent goal should be the development of critical thinking skills. Students should be encouraged to question the validity of the assertions they are exposed to in the wider world, and develop over time the ability to assess the underpinnings or motivations of such statements. The skills of scientific inquiry are not limited to the physical sciences, and students must learn to navigate the increasingly (and sometimes intentionally) complex environment of misleading statistics, pseudo-science, and stark dichotomies in a world that is simply not black and white. Such skills can be readily included in almost any course of study, and these discussions serve as another avenue to engage students and develop their love of learning.
Finally, regardless of subject matter, the classroom environment must be one of respect and tolerance, where students feel safe to disagree with one another, or with the instructor. Of course, students should be encouraged to provide the rationale for their position, and be ready to use facts and logic to defend against valid counter-arguments. Respect must flow between teacher and student in both directions, and between students as well. That respect is based in part on polite discourse, which the teacher must demonstrate and enforce. As a teacher, I will serve as role model, counselor, and subject matter expert, and must balance these key qualities to ensure the students are engaged, energized, and equipped for the world’s challenges.